Institut für Bildung, Arbeit und Gesellschaft

Permanent URI for this collectionhttps://hohpublica.uni-hohenheim.de/handle/123456789/28

Browse

Browsing Institut für Bildung, Arbeit und Gesellschaft by Journal "Vocations and learning"

Type the first few letters and click on the Browse button
Now showing 1 - 2 of 2
  • Thumbnail Image
    Publication
    Between trust and ambivalence: how does trainee teachers’ perception of the relationship with their mentors explain how trainee teachers experience their work?
    (2024) Maué, Elisabeth; Goller, Michael; Bonnes, Caroline; Kärner, Tobias
    The study aims to identify profiles of trainee teachers in terms of their stress and work experiences and to uncover profile differences in regard to dropout intentions and perceived relationships between trainee teachers and their mentors. Based on data from 1,756 German trainee teachers, three distinct stress and work experience profiles could be identified. Trainee teachers with high levels of stress and negative work experiences exhibit higher dropout intentions and experience their relationship with their mentors as less transparent, fair and trusting, and more ambivalent compared to trainee teachers with low levels of stress and positive work experiences. The results underline the importance of the relationship between mentors and trainee teachers for the professional development of future teachers.
  • Thumbnail Image
    Publication
    Career adaptability and vocational identity of commercial apprentices in the German dual system
    (2020) Kirchknopf, Sebastian
    The construct of career adaptability has recently gained importance in research on vocational development and has led to a variety of theoretical and empirical approaches. Alongside with vocational identity it has been theorised as the crucial meta-competency of modern career construction. Due to its roots in adolescent career development, career adaptability is not limited to the vocational adjustments of working adults, but is also highly relevant for the pre-occupational orientation processes of adolescents initially developing a vocational identity. Despite the recent increase in empirical research on career adaptability, the field of vocational education has been largely neglected so far. Therefore, a quantitative survey among nearly N = 400 commercial apprentices within the German dual system of VET has been conducted. This study focuses on the replication of the Career Adapt-Abilities Scale (CAAS) among commercial apprentices within the German dual system, and its discrimination against alternative operationalisations of career adaptability. Furthermore, the relationship between career adaptability and vocational identity (operationalised as occupational and organisational identification) was explored. Results showed that the four-dimensional structure of career adaptability covered by the CAAS could be largely replicated in the dual system. In addition, it was found that the CAAS can in part be separated from alternative operationalisations. Finally, the results confirmed career adaptability positively predicts both foci of identification in a cognitive and affective manner. This indicates that career adaptability can be seen as a beneficial factor for vocational education and training as it fosters the vocational ties of apprentices in terms of their identity.